Towson University

Classroom Observation

Intern: Conor Scott Date: 4/28/17

Time:12:00 p.m.-12:30
p.m.
School: Halstead Academy Class
Grade:4th Size: 20
Mentor: Erika Moore-Thames Subject: Character Education (Social Skills)

Planning Observe Not

N
d In Observ
Progres ed A
s
Lesson is aligned with appropriate content standard and indicator. X
Lesson is aligned with appropriate InTASC principle. X
Lesson objective identifies intended learning. x
Lesson objective is worded in student terms. X
Formative assessment is directly aligned with the objective. X
Instructional materials are attractive and readily available. X
Comments: Mrs. Scott had all of the required components previous to the implementation of the lesson.

Context for Learning

Students demonstrate adequate prior knowledge to be successful X
learners.

Grouping techniques are appropriate for intended learning. X

Comments: Students understood the vocabulary word empathy and was able to define the word.

Motivation for Learning

Connections are made between students experiences and the new X
learning.

Strategies are used to promote excitement and stimulate thinking. X

Positive reinforcement is used when appropriate. X
 Being in someone elses shoes, Activeinpire activity to help pace lesson. Related
Comments:
empathy with students shoes, how does it feel, how does it look, how does it impact you.

Implementing the Lesson

An appropriate review/drill/warm-up/motivation is conducted. x
Objective is posted, shared with students, discussed and clarified as X
needed.

Instructional activities are meaningful and relate to the objective. x

Instructional activities are appropriately sequenced. x
Instructional activities are varied to address different learning styles. x
There is a balance between teacher-directed and student-centered x
learning experiences.

Students are actively engaged during instruction. x

Teacher/student modeling sequence is appropriate to intended learning. x
Expectations/standards for student work are clearly communicated. x
Class begins and ends on time. X
Pacing is appropriate and adjusted based on student feedback. x
Transitions between activities are efficient and effective. x
Levels of questions are varied and support the objective. x
Content is accurate. x
Instruction makes cross-curricular connections (as appropriate) X
Instruction integrates the use of technology (as appropriate). x
Homework assignment is appropriate. X
Comments:

Had a student define Empathy and students to add on to definition of Empathy.

Discussed how to extend empathy to classroom and peers.
Being in someone elses shoes, Activeinpire activity to help pace lesson. Related empathy
with students shoes, how does it feel, how does it look, how does it impact you.
Problems that you could have and how Helpfulness can impact others (Virtuous language-
school initiative)
Completed scenarios with students and students had to determine how the person in the
scenario felt based on empathy.
Helped students to use feeling words to discuss how the student in the scenario might feel.
Reviewed how to keep a situation from escalating through saying sorry, talk about it or think
about how that person in the scenario might feel.
Walk a mile in a person shoes slogan was theme of the lesson
Students then created shoes that showed what empathy was and how they can show
empathy to others as reminders about how to walk in others shoes!
 Not
Observe
Assessing Student Learning/Differentiation Observe In d N
d Progress A

Student data (as available) is used to inform instructional decisions. X

Informal assessment strategies are utilized throughout the lesson. x
Instruction is adjusted based on informal assessments of student X
understanding.

Instructional modifications (interventions/enrichment) are provided and x

based on needs of students.

Students practice new learning independently. x

Formative assessment is completed during the class period. X
Future instructional planning is based on formative data (Post X
observation discussion).

Comments:

Summarizing the Lesson

Summary provides connections to past and/or future lessons. x
Students demonstrate, reflect and evaluate attainment of the objective. X
Comments: Summary of lesson was completed and students were able to post shoes with empathy definition and
how they could show empathy to others.

Classroom Management
Student behavior is managed effectively. x
A positive and supportive atmosphere is maintained. x
Classroom routines and procedures are evident. x
Appropriate feedback and reinforcement are used consistently. x
Instructional space, equipment, and materials are organized. x
Comments:Attention to task prompts with music. Used Activeinspire board to assist with
monitoring lesson pacing and to display information being shared with the class.
During the lesson Mrs. Scott did monitor students in the room and help to refocus students
who were becoming distracted by desk items. . When students needed reminders to focus
their name was called or they were given a visual cue. Students were able to access a sample
empathy shoe to understand how they were to complete their own shoe.
Professionalism
The intern uses correct English. x
The intern demonstrates knowledge of instructional strategies. x
The intern appears sensitive to individual needs and differences. x
The intern uses AV materials and technology appropriately. x
All written materials are clear and legible. x
The intern uses a clear voice, which is appropriately adjusted in volume x
and inflection.

The intern uses non-verbal communication effectively. x

Comments: